2009 No Child Left Behind - Blue Ribbon Schools Program
Type of School: (Check all that apply) / [ ]Elementary / []Middle / [X]High / []K-12 / []Other
[]Charter / []Title I / []Magnet / []Choice
Name of Principal: Dr. Timothy Dohrer
Official School Name: New Trier Township H S Winnetka
School Mailing Address:
385 Winnetka Ave
Winnetka, IL 60093-4238
County: Cook State School Code Number*: 144430
Telephone: (847) 446-7000 Fax: (847) 446-4759
Web site/URL: http://www.newtrier.k12.il.us/E-mail:
I have reviewed the information in this application, including the eligibility requirements on page 2 (Part I - Eligibility Certification), and certify that to the best of my knowledge all information is accurate.
Date
(Principal‘s Signature)
Name of Superintendent*: Dr. Linda Yonke
District Name: New Trier Twp HSD 203 Tel: (847) 446-7000
I have reviewed the information in this application, including the eligibility requirements on page 2 (Part I - Eligibility Certification), and certify that to the best of my knowledge it is accurate.
Date
(Superintendent‘s Signature)
Name of School Board President/Chairperson: Mr. James Koch
I have reviewed the information in this application, including the eligibility requirements on page 2 (Part I - Eligibility Certification), and certify that to the best of my knowledge it is accurate.
Date
(School Board President‘s/Chairperson‘s Signature)
*Private Schools: If the information requested is not applicable, write N/A in the space.
Original signed cover sheet only should be mailed by expedited mail or a courier mail service (such as USPS Express Mail, FedEx or UPS) to Aba Kumi, Director, NCLB-Blue Ribbon Schools Program, Office of Communications and Outreach, US Department of Education, 400 Maryland Ave., SW, Room 5E103, Washington, DC 20202-8173.
The signatures on the first page of this application certify that each of the statements below concerning the school‘s eligibility and compliance with U.S. Department of Education, Office for Civil Rights (OCR) requirements is true and correct.
1. The school has some configuration that includes one or more of grades K-12. (Schools on the same campus with one principal, even K-12 schools, must apply as an entire school.)
2. The school has made adequate yearly progress each year for the past two years and has not been identified by the state as “persistently dangerous” within the last two years.
3. To meet final eligibility, the school must meet the state’s Adequate Yearly Progress (AYP) requirement in the 2008-2009 school year. AYP must be certified by the state and all appeals resolved at least two weeks before the awards ceremony for the school to receive the award.
4. If the school includes grades 7 or higher, the school must have foreign language as a part of its curriculum and a significant number of students in grades 7 and higher must take the course.
5. The school has been in existence for five full years, that is, from at least September 2003.
6. The nominated school has not received the No Child Left Behind – Blue Ribbon Schools award in the past five years, 2004, 2005, 2006, 2007, or 2008.
7. The nominated school or district is not refusing OCR access to information necessary to investigate a civil rights complaint or to conduct a district-wide compliance review.
8. OCR has not issued a violation letter of findings to the school district concluding that the nominated school or the district as a whole has violated one or more of the civil rights statutes. A violation letter of findings will not be considered outstanding if OCR has accepted a corrective action plan from the district to remedy the violation.
9. The U.S. Department of Justice does not have a pending suit alleging that the nominated school or the school district as a whole has violated one or more of the civil rights statutes or the Constitution‘s equal protection clause.
10. There are no findings of violations of the Individuals with Disabilities Education Act in a U.S. Department of Education monitoring report that apply to the school or school district in question; or if there are such findings, the state or district has corrected, or agreed to correct, the findings.
PART II - DEMOGRAPHIC DATAAll data are the most recent year available.
DISTRICT (Questions 1-2 not applicable to private schools)
1. Number of schools in the district: / 12 / Elementary schools2 / Middle schools
5 / Junior high schools
1 / High schools
Other
20 / TOTAL
2. District Per Pupil Expenditure: 17541
Average State Per Pupil Expenditure: 9907
SCHOOL (To be completed by all schools)
3. Category that best describes the area where the school is located:
[ ] Urban or large central city
[ ] Suburban school with characteristics typical of an urban area
[ X ] Suburban
[ ] Small city or town in a rural area
[ ] Rural
4. 1 Number of years the principal has been in her/his position at this school.
6 If fewer than three years, how long was the previous principal at this school?
5. Number of students as of October 1 enrolled at each grade level or its equivalent in applying school only:
Grade / # of Males / # of Females / Grade Total / Grade / # of Males / # of Females / Grade TotalPreK / 0 / 7 / 0
K / 0 / 8 / 0
1 / 0 / 9 / 551 / 492 / 1043
2 / 0 / 10 / 530 / 494 / 1024
3 / 0 / 11 / 560 / 473 / 1033
4 / 0 / 12 / 570 / 481 / 1051
5 / 0 / Other / 0
6 / 0
TOTAL STUDENTS IN THE APPLYING SCHOOL / 4151
6. Racial/ethnic composition of the school: / 1 / % American Indian or Alaska Native
8 / % Asian
1 / % Black or African American
2 / % Hispanic or Latino
0 / % Native Hawaiian or Other Pacific Islander
85 / % White
3 / % Two or more races
100 / % Total
Only the seven standard categories should be used in reporting the racial/ethnic composition of your school. The final Guidance on Maintaining, Collecting, and Reporting Racial and Ethnic data to the U.S. Department of Education published in the October 19, 2007 Federal Register provides definitions for each of the seven categories.
7. Student turnover, or mobility rate, during the past year: 8%
This rate is calculated using the grid below. The answer to (6) is the mobility rate.
(1) / Number of students who transferred to the school after October 1 until theend of the year. / 200
(2) / Number of students who transferred from the school after October 1 until the end of the year. / 155
(3) / Total of all transferred students [sum of rows (1) and (2)]. / 355
(4) / Total number of students in the school as of October 1. / 4178
(5) / Total transferred students in row (3)
divided by total students in row (4). / 0.085
(6) / Amount in row (5) multiplied by 100. / 8.497
8. Limited English proficient students in the school: 2%
Total number limited English proficient 91
Number of languages represented: 15
Specify languages:
Albanian, Farsi, French, German, Hebrew, Korean, Malay, Mandarin, Pilipino, Polish, Portuguese, Russian, Spanish, Swedish, Thai
9. Students eligible for free/reduced-priced meals: 2%
Total number students who qualify: 74
If this method does not produce an accurate estimate of the percentage of students from low-income families, or the school does not participate in the free and reduced-price school meals program, specify a more accurate estimate, tell why the school chose it, and explain how it arrived at this estimate.
10. Students receiving special education services: 16%
Total Number of Students Served: 681
Indicate below the number of students with disabilities according to conditions designated in the Individuals with Disabilities Education Act. Do not add additional categories.
37 / Autism / 3 / Orthopedic Impairment0 / Deafness / 202 / Other Health Impaired
0 / Deaf-Blindness / 452 / Specific Learning Disability
151 / Emotional Disturbance / 63 / Speech or Language Impairment
4 / Hearing Impairment / 2 / Traumatic Brain Injury
34 / Mental Retardation / 2 / Visual Impairment Including Blindness
119 / Multiple Disabilities / 0 / Developmentally Delayed
11. Indicate number of full-time and part-time staff members in each of the categories below:
Number of StaffFull-Time / Part-Time
Administrator(s) / 16 / 0
Classroom teachers / 383 / 39
Special resource teachers/specialists / 41 / 4
Paraprofessionals / 27 / 0
Support staff / 296 / 8
Total number / 763 / 51
12. Average school student-classroom teacher ratio, that is, the number of students in the school divided by the Full Time Equivalent of classroom teachers, e.g., 22:1 13 :1
13. Show the attendance patterns of teachers and students as a percentage. Only middle and high schools need to supply dropout rates. Briefly explain in the Notes section any attendance rates under 95%, teacher turnover rates over 12%, or student dropout rates over 5%.
2007-2008 / 2006-2007 / 2005-2006 / 2004-2005 / 2003-2004Daily student attendance / 95% / 94% / 95% / 95% / 95%
Daily teacher attendance / 95% / 95% / 95% / 95% / 95%
Teacher turnover rate / 1% / 1% / 1% / 1% / 1%
Student dropout rate / 1% / 0% / 0% / 0% / 1%
Please provide all explanations below.
Daily student attendance for the 2006-2007 school year was affected due to a Pertussis outbreak.
Nostudent dropout rate for 2006-2007, 2005-2006 and 2004-2005 school years.
14. For schools ending in grade 12 (high schools).
Show what the students who graduated in Spring 2008 are doing as of the Fall 2008.
Graduating class size / 1050Enrolled in a 4-year college or university / 95 / %
Enrolled in a community college / 3 / %
Enrolled in vocational training / 0 / %
Found employment / 1 / %
Military service / 0 / %
Other (travel, staying home, etc.) / 1 / %
Unknown / 0 / %
Total / 100 / %
PART III - SUMMARY
New Trier Township High School District 203 is a comprehensive four-year high school in Northfield and Winnetka, Illinois, along the Lake Michigan shore and approximately 16 miles north of Chicago. Since 1901, New Trier has served Chicago’s North Shore suburban communities of Glencoe, Kenilworth, Northfield, Wilmette, Winnetka and portions of Glenview and Northbrook — communities that reflect a tradition of support for academic and cultural achievement. Approximately 1,000 freshmen are housed on the Northfield Campus and 3,000 sophomores, juniors, and seniors are housed on the Winnetka Campus. As evidence of the New Trier motto, “to commit minds to inquiry, hearts to compassion, and lives to the service of humanity,” New Trier offers numerous opportunities for learning and involvement outside of the classroom in activities, athletics, fine/performing arts, and social service:
• More than 150 clubs and other student activities, including an extensive social service component
• 30 interscholastic athletic teams (winning more athletic state championships than any high school in Illinois interscholastic history) and an extensive intramural program
• Fine/Performing arts program recognized among the nation’s top 25 by the U.S. Department of Education, including a 2007 Grammy award winning music department that is cited as the “best music education program in the country.”
At the heart of our school is our Adviser System. Developed in 1928 as one of the nation’s first high school advisement programs, it is based on the belief that classroom teachers who see students daily can be the best counselors. The adviser is a faculty member who accepts the adviser assignment as one-fifth of the teaching responsibility. An adviser is an empathetic counselor who is the first resource for students in matters of personal adjustment and academic counseling. A student looks to the adviser as an adult role model who provides valuable guidance and insightful perspectives. The adviser also is the primary high school contact for parents and teachers. The adviser — along with the student’s parents — helps the student plan an academic program suited to his or her ability and post-high school plans. At New Trier, more than 160 adviser rooms of approximately 25 students each meet daily for 25 minutes. Adviser rooms are designed for students of all ability levels, with varied interests and from different communities. During the 25 minutes each school day, students develop a rapport with their adviser and each other. Throughout their four years together, advisees form new and lasting friendships and develop an appreciation for students they otherwise might not meet.
New Trier High School’s academic program is second to none, boasting some of the highest and most constant state and national test scores in the country. In 2008, the senior class had a composite ACT score of 26.9 and 96% of AP scores were a 3 or better. A rigorous ability level system allows teachers to customize and differentiate instruction to students. The teachers are highly educated and serve as national leaders in their content areas. A decades-old merit pay system encourages teachers to all become “Master Teachers” or “Leader Teachers”. Students can choose from seven different languages, a wide array of Advanced Placement courses, innovative science courses including Forensic Science and Marine Biology, and broad elective offerings such as architecture, web design, glass art, and outdoor education. This rich curriculum and rigorous instruction are embraced by our students who graduate with 98% enrolling in college, 95% going to four-year bachelor programs. By all measures, quantitative and qualitative, New Trier High School has achieved a level of excellence that is truly remarkable.